Page 24 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

“Teacher prompts” are sample guiding questions and considerations that can lead to discussions and promote deeper understanding.
“Instructional tips” are intended to support educators in delivering instruction that facilitates student learning related to the knowledge, concepts, and skills set out in the expectations.
“Sample tasks” are developed to model appropriate practice for the course. They provide possible learning activities for teachers to use with students and illustrate connections between the mathematical knowledge, concepts, and skills. Teachers can choose to draw on the sample tasks that are appropriate for their classrooms, or they may develop their own approaches that reflect a similar level of complexity and high-quality mathematical instruction. Whatever the specific ways in which the requirements outlined in the expectations are implemented in the classroom, they must, wherever possible, be inclusive and reflect the diversity of the student population and the population of the province. When designing inclusive learning tasks, teachers reflect on their own biases and incorporate their deep knowledge of the curriculum, as well as their understanding of the diverse backgrounds, lived experiences, and identities of students. Teachers will notice that some of the sample tasks address the requirements of the expectation they are associated with and incorporate mathematical knowledge, concepts, or skills described in expectations in other strands of the course. Some tasks are cross- curricular in nature and will cover expectations in other disciplines in conjunction with the mathematics expectations.
The Mathematical Processes
Students learn and apply the mathematical processes as they work to achieve the expectations outlined in the curriculum. All students are actively engaged in applying these processes throughout the course.
The mathematical processes that support effective learning in mathematics are as follows:
• problem solving
• reasoning and proving
• reflecting
• connecting
• communicating
• representing
• selecting tools and strategies
The mathematical processes can be understood as the processes through which all students acquire and apply mathematical knowledge, concepts, and skills. These processes are interconnected. Problem solving and communicating have strong links to all of the other processes. A problem-solving approach encourages students to reason their way to a solution or a new understanding. As students engage in reasoning, teachers further encourage them to pose questions, make conjectures, and justify solutions, orally and in writing. The communication and reflection that occur before, during, and after the process
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